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This study examined whether technical vocabulary volume (logodiversity) and readability significantly affect learning of general biology concepts. Different versions of the same readings were assigned and followed by content testing. Students receiving readings with less technical vocabulary outperformed peers on the topic with the lowest post-reading scores (P = 0.03). The study also found limited reading compliance and difficulty answering questions right after reading, suggesting low comprehension. 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Students were then tested on the content.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What factor most affected students’ learning outcomes?",{"text":117,"@type":113},"On the topic with the lowest overall post-reading quiz scores, students who received readings with less technical vocabulary performed better than peers (P = 0.03).",{"name":119,"@type":110,"acceptedAnswer":120},"What did the study find about reading compliance and comprehension?",{"text":121,"@type":113},"Fewer than half of students reported reading assigned chapters near the start of the semester, and that number declined sharply. Students also had difficulty answering questions immediately after reading brief selections, indicating low comprehension.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594550,1792209455,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ARTICLES  \nReadability, Logodiversity, and the Effectiveness of College Science Textbooks  \nRebecca S. Burton  \nDepartment of Biology, Alverno College, PO Box 343922, Milwaukee, WI 53234-3922  \n[Rebecca.burton@alverno.edu](Rebecca.burton@alverno.edu)  \nAbstract: Textbooks are required in most introductory college science courses, but students may not be benefitting from the textbooks as much as their instructors might hope. Word use in the textbooks may influence textbook effectiveness. I tested whether either the amount of technical vocabulary or the readability had a significant effect on students’ ability to learn general biology concepts. I provided different versions of the same reading, then tested students on the content. On the topic with the lowest overall post-reading quiz scores, students who received readings with less technical vocabulary outperformed their peers (P = 0.03) . Textbooks did not appear to be an important source of learning for students in this study; fewer than half the students reported that they were reading the assigned chapters near the start of the semester, and this number declined sharply. Students had difficulty correctly answering questions immediately after reading brief selections, indicating a low level of comprehension. Changes in textbooks and teaching strategies may improve student learning and reading compliance.  \nKey words: readability, logodiversity, textbooks  \nINTRODUCTION  \nUnless students can learn from their textbooks, there is little purpose in requiring them. Overwhelmingly, introductory college science courses use textbooks, but questions remain about what aspects of the actual prose result in greater student learning of scientific concepts. When students enter college from high school, they encounter textbooks that are more difficult to read and may find that their literacy skills are inadequate (Williamson, 2008) . There is no guarantee that students are actually reading at the level that corresponds to their years of education. A national study (Baer et al., 2006) revealed that only 38% of students nearing graduation from 4-year colleges were proficient enough in prose literacy to understand materials such as textbooks, and their literacy improved very little during their time in college.  \nIncreasing the diversity of people entering scientific careers is widely recognized as an important goal, yet literacy is likely to be lower for college students from some ethnic groups and those for whom English is not the primary language (Baer et al., 2006) . Students with learning differences related to reading will likely have additional problems with comprehension. It is reasonable to assume that student success in biology may depend—at least in part—on the ability to read textbooks effectively, and that many biology students lack sufficient ability. Instructors may wish to select textbooks that are effective with students who are poor readers, but what makes a textbook readable? A number of indices have been developed to measure the readability of written materials in terms of their syntactic and semantic difficulty (Fry, 2002) . Most of  \nthese grade level scores are based on length of sentences and length of words. These indices are generally intended for use in evaluating materials for K-12 schools or for the general public. Making sentences shorter and simpler will result in a lower grade level score, but may not make college biology textbooks easier for high school seniors to understand (Johnson and Otto, 1982) . This may be because the shorter sentences can make it harder for students to see the logical relationships between adjacent sentences (Armbruster et al., 1985) . In a study of college business students, the use of more readable textbooks was correlated with greater student retention and higher grades (Spinks and Wells, 1993) . Landrum et al. (2012) found a similar pattern with psychology students.  \nIn addition to word and sentence length, unfamiliar vocabulary c","cbCaidunlQ4TUgN0","https://ap.wps.com/l/cbCaidunlQ4TUgN0","pdf",181696,"English","# Introduction\n## Readability and literacy challenges\n## Technical vocabulary and logodiversity\n## Readability indices and measurements\n## Purpose and study design","[{\"question\":\"How was the study designed to test textbook effectiveness?\",\"answer\":\"The study compared comprehension for students who read textbook excerpts that differed either in logodiversity or readability-related grade level indices. Students were then tested on the content.\"},{\"question\":\"What factor most affected students’ learning outcomes?\",\"answer\":\"On the topic with the lowest overall post-reading quiz scores, students who received readings with less technical vocabulary performed better than peers (P = 0.03).\"},{\"question\":\"What did the study find about reading compliance and comprehension?\",\"answer\":\"Fewer than half of students reported reading assigned chapters near the start of the semester, and that number declined sharply. Students also had difficulty answering questions immediately after reading brief selections, indicating low comprehension.\"}]","Readability, Logodiversity, and the Effectiveness of College Science Textbooks | PDF",1792079370]